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LIBRARY OF CONGRESS. 

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Chap. Copyright No 

Slielf..._J:ii::.o 



UNITED STATES OF AMERICA. 



ISormal Help Series, No. VII. 



The Seventh School Year. 



A Course of Study 

For Pupils of the Seventh Grade. 



Prepared for the 
Use of Teachers and for use in Normal and 
Training School Classes. 



By F. Alonzo Hildebrand, 

Trainin,2- Teacher for the Seventh Grade, State Noriiial School. 

California, Pa. 



THEO. B. NOSS. General Editor, 



Published by the 

State Normal School, 

California, Pa. 



185:U 



Copyright 1898, by Theo. B. Noss. 



,^* iii'.-^ 







?1«^C COPIES ;i|;i;l;, 



Lii' 



Worrell s Printery, Califotnia, Pa. 



Preface. 

In preparing this course of study, it has not been the intention to 
give in full detail all of the work, but to give a general idea of .some of 
the work that the author thinks desirable in a course of study for the 
seventh year 6f a child's school life. 

While this work has been prepared especially for the Practice De- 
partment of the State Normal School at California, Pa., the author sees 
no reason why the same course might not be successfully used in 
other schools of like grade. 

It has been the constant aim to keep in mind the advantage of cor- 
relations of material. History has here been made the basis, and, as 
far as possible, other studies have been correlated with it. ^he way has 
not always been clear nor the task easy. Imperfect as it may be, the 
author presents this course of study in the hope that it may prove help- 
ful to teachers. F- A. H. 



CONSPECTUS OF SE 



I. SGTHT4GE. 



GEOGRftPHY. 



NftTURE STUDY. 



II. fiTSTOFY AfiiD L.TTEF 



U. S. HISTORY. 



LITfc 



NORTH AMERICA. 

Eastern i 'oast. 
West Indies. 
Atlantic Ocean. 
Mexico. 



A study of 25 common weeds, 



Condition of Europe at the close 
of XVth Century 
Columbus 

Spanish and English Discoveries 
Early Races in America 



Ulysses and < 
Voyage of Cc 
The Indians 
Conquest of 1 



NORTH AMERICA. 

Appalachian Highland 
Mississippi River Basin 
Great Lakes 
St. Lawrence Valley 



NORTH AMERICA. 

Western Highland 
Prairies and Plains 
Review Relief Forms 
Relief Maps 



Study of leaves 
Blueprints 



French and Dutch Discoveries 
Claims of the four nations 
Maps of discoveries 



"La Salle an. 

Great Lakes."- 

"The Paper < 



Collection of Nuts 



SETTLEMENTS 

Virginia 
Massachusetts 
Connecticut 
Rhode Island 
New Hampshire 



"Courtship o 
"First Landi 
"The Mayflo' 
"Tlie Phanto 
Washington' 
"Beyond the 



U.S. 



( Government 

I Climate 

I Pi'oducts 

1 Grouping of States 

Special study of each group 
[ Product maps 



ROCKS 

Vermont rocks 
Hudson River cliffs 
Pennsylvania rocks 
Rock collection 



SETTLEMENTS 

New York 
New Jersey 
Pennsylvania 
Delaware, Maryland 
Carolinas, Georgia 



Irving' s Kni 
of New York 

"Van Rensse 
wick"— Brooks- 

"Historic Be 

Study of Irvi 



British America 
Alaska — Central America 
Review Mexico 
Maps of distances 
Correlate History 



Study of the Moon. 



Inter-Colonial Wars 
King William's 
Queen Anne's 
King George's 
French and Indian 
Colonial Civilization 



"The Old R 
Parkman 
"Evangeline 
"Montcalm a 
Lady Yeardl. 



SOUTH AMERICA. 

Reliefs 

Selvas, Llanos, Pampas 

Eastern Highland 



Study of the stars 

Location of fifteen constellations 

Myths about stars 



Revolu- 
tionary 
War 



1 Action around Boston 

2 Washington to Morris- 
town 

3 Washington from Mor- 
ristown to Valley Forge 

4 Burgoyne 5 Greene 



"The Spy"—- 
"Declaration 
Grandmothei 
Hill 
Paul Revere' 
Study Oi Lon 



SOUTH AMERICA. 

Countries. Government 
Climate. People 
Products 
Map Studies 
Political changes 



Study of the sun 



NATIONAL DEVELOPMENT 

Articles of Confederation 
Constitution 

Washington's Administration 
John Adam's Administration 
Jefferson's Administration 



"Washington 
Life of Wash 
Study of VVhi 
Boy Travelei 
Voyage arou 
win 



< 



EUROPE 

Position, Form, Reliefs, 
Countries, Government, 
Climate, Industries 



CLOUDS 

Formation 
Kinds 

Experimental electricity, leading 
to the spark 
Lightning 



Madison's Administration 

War of 1813* O" Land 
( On Water 



Perry's Victc 
Study of ]i 
Shake.speiire 
■The Voice oi 
'April Day" 



EUROPE 

For special study : 
England, German Empire, France, 
and Mediterranean Countries 
Correlate History and Literature 
Product and Distance Maps 



Practical experiments with oxy- 
gen 



Monroe's Administration 
J. Q. Adams 
Internal Improvements 
Review of Slavery and Finance up 
to 1829. 



"Bingen on t 
Extracts froi 
and Michael Ai 
"Greece"— B 
' 'Arabs in Sp, 



ENTH YEAR WORK. 



rupE. 


III. Nt»lVIBHFS. 


IV. U/iT<GUA<SE. 


V. AFTS. 




ITURE. 


aRITHMETie. 


ENGLISH. 


WRITING-MUSie. 




aabus 

DUS 
CO 


Cotmnon Fractions 
Questions of Distance and Area 
Actual measurements 
Constructing Plots 


Synthesis 

Noun, Pronoun and Verb 
Composition work based upon His- 
tory and Literature 


Vertical Writing— Daily «^^ 
Songs : 

"Annie Laurie" 
"Grandmother's Chair" 
Drawing— sketching 




Discovery of the 
'kman 

s" 


MEASUREMENTS 

Tables— Linear and Square 

Carpeting 

Plastering 

Painting 


Synthesis 

Adjective and Adjective Phrases 
Adverb and Adv. Phrases 
Conjunction and Preposition 
Composition based on Geography 
and History. 


Vertical Writing— Daily 

Songs : 

"October's Party" 

"The Little Brown Church" 




3S Standish" 
' the Pilgrims" 

lip" fclamation 
anksgiving Pro- 
des"— Stoddard 


MEASUREMENTS 

Volumes, Tables 
Contents of Bins 
Irregularly shaped Vessels 
Area of Circle _xj| 
Capacity of Cylinder 


Properties of the Parts of Speech 
Interjection 

Analysis of Simple Sentences 
Paraphrasing of .selections in His- 
tory 


Vertical Writing 

Memorizing of Common Hymns 

Drawing— Nature 




bocker's History 
of Rensselaers- 


MEASUREMENTS 

Weight— Avoirdupois, Troy, and 
Apothecary 

Time.Measure 

Practical Work in Reduction of 
Denominate Numbers 


Careful drill on Verbs and Pro- 
nouns 
Analysis of Simple Sentences 
Composition 


Vertical Writing 

Study of Raphael Madonnas 

Songs : 

"Flow Gently Sweet Afton" 

"Merry Christmas" 

Drawing 




e in Canada"— 

/■olf e' ' — Parkman 
uest. 


Drill in Denominate Numbers 
Short Processes 
Review of Longitude and Time 
Correlate with work in Geography 


Verb "to be" 
Perfect Tense 
Noun Clause 
Adj. Clause 
Adv. Clause 


Vertical Writing 

Songs : 

"The Old Oaken Bucket" 

"Billy Boy" 

Drawings of Moon Phases 




er 

itory of Bunker 

ie 
ow 


Home applications 
Make questions correlating with 
Geography work 


Synthesis in Words, Phrases and 
Clauses 
Analysis of Complex Sentences 
Book Reports 


Vertical Writing 

Songs : 

"Crowding Awfully" 

"Marching through Georgia" 

Maps of Constellations. 




irewell Address" 

)n 

, Andrew's Brazil 

Brazil 

ne World— Dar- 


Principles of Gain and Loss 
Agents — their work 
t ommissions. Insurance 
Taxes and duties based upon S. A. 
products 


Compound Sentences 
A careful study of "Snowbound" 
Paraphasing and Composition 
Work on Nature Study 


Vertical Writing 

Songs : 

"We' ed Better Bide a Wee" 

"Blue Bells of Scotland" 

Drawings based upon Geography 




n Lake Erie 

b's Tales from 

ring" 


MONEY 

Interest 
Exchange 
Banks 
n Stocks 


Analysis of Sentences 
Reproductive Work, based upon 
Sketches from Artists' Lives 


Vertical Writing 
Songs : 

"For You and for Me" 
"Bonnie Doon" 
Drawing— Sketching 
Study of Millet 




• 
hine" 
; Lives of Murillo 

) 

—Draper 


Entirely original work on subjects 
pursued during the year 


Review of the Parts of Speech 
Formulating Definitions 
Composition Work 
Study of Words 


Vertical Writing 
Songs: 

"Come, Come, Come" 
"Last Hope"— Gottschalk 
Study of Murillo and Michael An- 
gelo 





COURSE OF STUDY. 
One year in the Seventh Grade, 



General Introduction. 

The whole course of stud^^ has been divided into five groups: sci- 
ence, histor}^ and literature, arithmetic, language, and the arts — each 
having its own distinctive place in mental grow^th, yet uniting with 
the other four to promote the harmonious development of the mind. 

No special place is set apart for Orthography. It canbest be taught 
in connection w'ith other studies. 

A good working vocabulary should be built up. Choose from 
thj day's work about twent}- words to be studied for the next day. Let 
them be selected from the different subjects and conversation of the day. 
Let the pupils have blank-books specially prepared in which to keep the 
list as selected. Have frequent drills on the list. Spell and use in 
sentences. Endeavor to use the words in class and conversation as much 
as po.s.sible. Review fifty or more words at a time and create a rivalry' 
for best work. 

The Reading is found in the literature used in the different branches. 
It is not the intention to entirel}' ignore selections not correlated with 
other material. Humorous as well as other isolated selec- 
tions have their value, and every careful teacher knows just when such 
should be read. 

Teach the pupils to be rapid readers, — rapid thought getters. How 
many will ever be called upon for a show of fine elocution ? In silent 
reading, see not only sentences but short paragraphs at a glance. 

Special lessons will be given on Physiology during the year. This 
work will be done methodically, both as to time and material. Special 
attention will be given to hygiene and simple anatomy. 



SEPTEMBER, or First Month. 

GEOGRAPHY. 

Introduction. 

The work in geography includes North America, South America, 
and parts of Europe. The aim is to teach as much history as possible 
in connection with place and condition. 

Why should geography and history be taught separately, especially, 
during the first seven or eight years of school life ? What is geo- 
graphy to children without people, industries and government ? What 
is history but dealing with people ? History and geography are broth- 
ers — both wearing the same shoes. 

Study places from the home center; keep direction, distance, and 
intervening earth in mind. 

Keep in the hands of the pupils books of travel, etc. , such as "Boys 
in Other Countries," "Zig-zag Journeys," Knox's "Boy Travelers" 
series, and Mara Pratt's books on history and geography. All these 
are excellent helps, 

I. North America— Eastern Coast— 

Study the Atlantic Slope from the St. Lawrence river to the Gult 
of Mexico. Note well the courses of the rivers and situation of broken 
nfbuntain ranges. Have the entire slope sketched on the board, and 
have the pupils make their own on drawing paper. Have each pupil 
Tcnow each river and its curves, since on this slope is based most of the 
liistory of the United States. 

II. West Indies— Study— . ^ ^ ^- ^ 

I St. Position regarding Europe and the United States, l^irst 
require the relaliye then the absolute position. 



14 THE SEVENTH SCHOOL YEAR. 

2nd. Size and number of islands. 
3rd. Ownership. 
4th. Government. 
5th. Climate — reasons. 
6th. Industries — how determined — results. 
7th. People — nationalities. 
8th. Commerce — with whom. 

Have principal islands sketched and absolute position observed, 
m. Atlantic Ocean — 

1. Situation. 

2. Size and .shape. 

3. Its troughs. 

4. Animals. 

5. Currents. 

6. Routes of vessels. 

Emphasize the troughs, and also theshore^ teach harbors, neces- 
sity for the same, situation along the Atlantic coast U. S. , why the large 
cities are so situated, advantage of currents to navigators, effect upon 
the climate. 
I.V. Mexico— 

f Climate. 

1. Relative and absolute position — Results -j p ^i, f|(^,,c 

[ Thrift of natives. 

2. Relative size. 

3. Surface — mountain ranges, plateaus, and plains. 

4. People — history of Mexico, languages, customs. 

5. Political Divisions — government. 

6. Cities, rivers, places of interest. 

In dealing with the historj^ briefly outline the founding of Mex- 
ico, its independence, present government. Compare the customs witli 
ours. Be careful in pronunciation of Spanish names, teach spelling of 
them. 



U. S. HISTORY AND LITERATURE. 

tntroductioii. 

The work takes the history of the United States up to Jackson's, 
administration. Avoid the exclusive use of a single text-book. Cling; 



U. S. HISTORY AND LITERATURE. 15 

to the primary books, for after all is said, they give the pupil the best 
material. 

Study men and their relations to the nation and you have our his- 
tory. Avoid any method that suggests a committing of words. 
Causes and effects are grasped by children if the teacher be a good leader. 
Review daily — not exactly the same facts presented in the same way, 
but vary the method and introduce new material. 

There are very few pupils that do not become interested in people, — 
their customs, industries, etc. Why not then grasp this vital truth 
and spice the whole curriculum of school work with ' ' man and his work. 

I. Begin by knowing the condition of Europe at the close of the 15th 

century; printing press, revival of learning, reformation, perse- 
cutions, navigation. Observe the order. 

II. Effect of these upon explorations and settlement. 

PERIOD OF DISCOVERY. 

III. Spanish, i. Spanish history, unification of Spain, Ferdinand and 

Isabella, Moors. 
Study the lives of 
*Columbus and ^Ferdinand de Soto. 

Ponce de Leon 15 12. 

Balboa 15 13. 

^^Menendez 1565. 

Espejo 1582. 

(* Give special study. ) 

IV. English- 

Deal with the English history of this period — Henry VII., 
Henry VIII., and Elizabeth. 

Study the lives of Raleigh, Drake, and the Cabots. 

V. Humphrey Gilbert, i579- 

Frobisher, 1576. 

Gosnold, 1602. 

Frobisher and the gold excitement. 

Deal with the Mound Builders and the Indians. These have been 
■studied to some extent in the lower grades. 

VI. Correlative Literature. 

I, , ' 'Ulysses and Columbus. ' ' — Alfred Dale. 



l6 THE SEVENTH SCHOOL YEAR. 

Good for facts and style. 

2. "Vo3'age of Columbus."— S. Rodgers. 

Full of interest. 

3. Extracts from "Prescott's Conquest of Mexico." 

Make careful selections, having in mind facts of corre- 
lative advantage. 

4. Help's "Spanish Conquest of America.'* 



NUMBER. ARITHMETIC. 

Introduction. 

The )''ear's work includes measurements and the most practical ap- 
plications of percentage. 

These truths have been considered in dealing with the outlines: 

1 . That pupils must first understand how to use figures — the 
mechanical part of numbers. 

2. That pupils can then solve all such problems as come within 
the realm of their experiences. 

3. That pupils should not be allowed to grapple with problem.s 
that they cannot apply at oiur in practical illustrations. 

4. That pupils need more knowledge along the lines of business 
and fewer "nuts to crack". 

5. That following text-books and making them the "basis of all 
supplies" is a dangerous method. 

What advantage is it to a boj' to know how to solve a problem in 
bank discount, if he cannot see a practical use of the principle ?■ 
Does he know what a bank is ? Could he enter one and do business ? 
Does he know what conditions must exist in order to warrant such a 
problem ? Try him. 

Common Fractions. 

Review the mechanical processes until the pupils can get results 
in the .shortest and plainest manner prssible. 

Have the children learn early that quick results cannot be ob- 
tained if a sy.stem of rules must be strictly adhered to. Because we 
may reduce to common denominators when dividing 6§'^ by 2^3,. it does. 



SEPTEMBER, NUMBER. ARITHMETIC. 1 7 

not follow that we would do the same when dividing 5}4 by 2>4,for, see: 

2i I 5i 



2 I i 

- =ixi=h 

I 2i 
The pupil will see that 25 is the result without doing all the work on the 
board. 

J..69 • 'J "45- 

Process: ^ I ^^a 



21 



It is fallacious to allow pupils to write out full processes, even at 
first. The earlier a child does away with long written-out processes, 
the sooner will he see quick and correct results. The exact mind never 
thinks slowly. You seldom see slow thinkers exact in numbers. 

After the children can master the mechanical part of fractions, 
introduce simple problems; as — 

There are 255 bu. in one bin, 83^ bu. in another, and 171% bu. 
in another; if I put them equally into two bins, how man> bu. in each? 

Process. 25^ bu. 

83i " 
^ ' 10 

2 I 126i bu. 



63i bu. Ans. 

Correlate the questions with the other branches — geography, his- 
tory,— using the day's lesson for a basis in arithmetic. Suppose the 
West Indies is the subject in geography to-day. 

Questions. 

1. The area of the West Indies is 94,398 sq. mi., Mass. 
has 8,315 sq. mi. How many states equal to Mass. would the 
W. Indies make? 

2. Cuba produces i7/8 bbls. of molasses to the acre, Porto 
Rico, It bbls., Haiti, 1^3 bbls., and Jamaica, 1)4 bbls.; what is 
the average yield per acre ? 

Draw the islands — the drill will be beneficial. 



1 8 THE SEVENTH SCHOOL YEAR. 



LANGUAGE. ENGLISH. 

Introduction. 

The pupils have had careful drill up to this time on writing sen- 
tences. The chief points kept in mind for the year are: 

1. A correct use of English. 

2. A fluent use of English. 

3. A practical use of it. 

4. How to know when right. 

This involves, how to know when the English is correct or wrong; 
hence comes a careful study of construction. But why learn the u.se of 
language alone? why not weave in our literature, science, history, etc.? 

Children will not object if a written lesson be assigned on "Grand 
Pre and its people," after they have carefully read Evangeline, but they 
would rebel if asked to write an essay on "Conduct," "Spring," "Inno- 
cence" and the "rest." 

We are always anxious to learn other people's opinion of things. 

What Shakespeare thought of "Mere}', in the lines beginning — 
"The quality of mercy is not strained. 

It droppeth as the gentle rain from heaven 
Upon the place beneath:" etc., 
is a revelation to us: we see kindness differently. It is thus with all 
good literature. It enlightens and vivifies every branch in the school 
curriculum. 

I. Synthesis. 

(o) Begin by building sentences with unmodified subject and 
predicate. Lead the pupils to see the two parts— subject and predicate. 
Choose examples from the readers, histories, etc., to illustrate. Teach 
them to see that name and noun mean the same, and "doing or being" 
words are called verbs. Eater, modify the subject and predicate but do 
not call attention to the modifiers. 

(6) Review the three kinds of sentences with respect to use — de- 
clarative, interrogative, and imperative. Show that the exclamatory 
sentence is a peculiar form of any one of the other three. 

(c) Noun. Make lists, being careful to include all kinds. 
Classify into common and proper. Emphasize the writing of both, and 



SEPTEMBER, LANGUAGE. ENGLISH. 



19 



2. 

3- 
4- 

5. "Y" rule 



2. 



teach punctuation from the very beginning. Do not accept work not 
well punctuated. Note how nouns may change classes. Classify nouns 
(common) into class nouns, abstract, collective and verbal. Readers 
will supply large lists. Teach some of the easy properties, such as gen- 
der, person and number. Syntax can be left until more of the sen- 
tence is mastered. Review forming plurals, and nouns denoting owner- 
ship. Drill on common expressions. Give board drill. 

' I. Most nouns form their plurals by adding "s" to the 
singular, 
"f" and "fe" rule. 
When "es" instead of "s"? 
Change of word — tooth, mouse, etc. 

f (a) When a consonant precedes. 
(('->) When a vowel precedes. 
Master these coDipletely. 
Adding the apostrophe and "s" to singular 

nouns. 
Adding the apostrophe only to a plural noun end- 
ing in "s". 
3. Adding the apostrophe and "s" to a plural noun 
not ending in "s". 
Teach that ownership is often expressed b}' the 
"of" phrase 

Account for the origin of the apostrophe to denote 
ownership. 

(e) Pronoun. Teach that the pronoun must fill the office of 
its antecedent, the noun. Bring this out plainly by building sentences. 
Search reader for kinds of pronouns. Classify list into personal, rela- 
tive and interrogative. Study the personal, and leave the other classes 
until the adjective clause is taken up. Emphasize the forms. Criticize 
the language of the pupils, also their composition with reference to 
correct use of pronouns in the predicate. 

(/) Verb. Uses — form lists from some familiar selection. 
Classify into transitive and intransitive, regular and irregular. Observe 
the number of the verb when used in sentences. 

Keep clear of book definitions. Do not teach a fact that will 
not lead to the next step. Much must be omitted during the first few 
m.onths, that may be taken up later when the pupils will have mastered 
the primary sentence. Base all English upon composition work. 
Remember, after all, true English is writing and speaking the language 



Plurals 

of Nouns \ 



(d) 

Ownership 
Nouns. 
How written. 



20 THE SEVENTH SCHOOL YEAR. 

correctly and elegantly. Science, history and literature present 
excellent material for composition. 

Interesting subjects in September work : "Indians," "Columbus in 
Europe," "Ivife in the Atlantic," "Spanish Customs." 



THE ARTS. 

Introduction. 

Under the arts are put writing, music, drawing, and miscellaneous 
work. While some of the last do not rightfully come under this head, 
yet this period must include much that otherwise would find no place, 
and yet means so much to a course of study. 

Children in this grade have learned the correct form of letters, and 
require constant drill and exercise in acquiring an easy, rapid hand. 
No written work should be accepted unless the mechanical work has 
been carefully executed 

The pupils have had considerable drill in reading music, hence 
special attention can be given to tone forming, enunciation, and intona- 
tion. Only a few songs have been suggested. The pupils always have 
some favorites they wish to sing. Do not wait for a particular time for 
singing but embrace the opportune minute when the children are tired 
and interest lags; then have them rise, throw up the windows, throw off 
care, and sing, sing. 

The special work on Masters of Painting will be found very inter- 
esting. The author has tried this line of work and found that the 
keenest interest was manifested by the pupils. 

But deal with the artists as real men. Don't give lectures. Have 
plenty of pictures (copies) before the school. The Perry Co., Maiden, 
Mass., publishes excellent copies ofgreat paintings at cheap prices. Get 
a hundred and mount them on bristol board for the school-room. The 
cost will be slight. Our American schools are overlooking the value 
of this branch of the fine arts. Why not create an interest in fine 
paintings in our public schools ? How many children, and adults too, 
have never heard of Raphael's Sistine Madonna, Millet's Angelus, etc. ? 

I. Writing. 

lyCt vertical writing be used in all written work. Require the pu- 
pils to do their best not only during the period for practice, but at all 
times. Do not accept inferior writing on the board, or in Ms. -work. 
Be careful that no other system is used by either the teacher or the pu- 



21 



SEPTEMBER, NATURE STUDY. 

^' ''' Have daily periods for practice in writing, keeping in mind cor- 
rect forms, and speed. Do not allow pupils to fall into a slow way. 
Require rap^d work. Cultivate ease of movement. 

II. Music. 

Have singing every day. 
Spend some time in reading exercises. 

See that the pupils sing naturally and with ease. Keep the 
music within proper register. Pitching songs too high is a common 

mistake. , , .,t->" ■^^ o^^,- 

The average voice of children cannot reach above U witn an> 

Choose songs with melody and sentiment. Annie Laurie is liked 
by all children. It makes a beautiful two part song. The sentiment is 
good. Teach the conception of the words. 

Grandmother's Chair is full of melody and contains a wholesome 

lesson. 1 1. ♦^^ 

Do not drag the .song— cut the words off— make the utterance 

distinct. 

III. Drawing. . , 

Usiienals,— Models: Equilateral triangular prusm— cylinder— oval 

ellipse; boxes, baskets, fruits and flowers. 
Points in representation: 

1. Drawing objects level,— above, and below the eye. 

2. Distance between the observer and the object. 

3. Distance influences apparent size. 

4. Position influences apparent form. 
Decoration 

1. Geometric units in decorative arrangement. 

2. Conventionalized leaf units. 

3. Original work. 
Sketching. 

Simple views — trees — landscapes— houses — trains. 



NATURE STUDY. 

A study of 25 common weeds. 

Make out the list so as to include the most common. Allow the 
•children to gather them, root, stems, and flowers and note carefully: 



22 THE SEVENTH SCHOOL YEAR. 

1 . Height. 

2. Kind of leaves. 

3. Infloresence. 

4. Roots. 

5. Peculiarities. 

6. Habitat. 

Observe how each kind sows its seed and how else propagated. 
Study the uses made of some of the common weeds, such as pepennint^ 
etc. Teach some appropriate literature with the subject. Have the 
weeds gathered, carefully pressed and mounted on white card board, or 
drawing paper, writing below the mounted specimen: (i) common 
name, (5) when it blooms, (3) habitat, and some literature appropriate 



OCTOBER, GEOGRPHY. 23 

OCTOBER, or Second Month. 

GEOGRAPHY. 

I. North America. — Appalachian Highland. 

1. Direction and slopes. 

2. Ranges of mountains — effect upon climate. 

3. Western slope — Ohio R. and branches. 

4. Climate — rain fall. 

f Mineral. 

5. Productions -] Vegetable. 

( Animal. 

6. Cities, rivers, points of interest. 

Keep in mind size and direction from us. It is well to have pu- 
pils point the direction of places as they answer, and also give a fair esti- 
mate of distance; e. g.: Mt. Mitchell is S. W. (here let pupils point) 
and about 300 miles from California, Pa. The best results are obtained 
from this kind of drill. The children do not memorize answers to 
questions but reason by measuring and thinking out positions. 

Teach geography by comparison — consider places from a home 
standpoint. 

Keep a large arrow marked on the floor with chalk, showing di- 
rections. 

II. Mississippi R. Basin. 

I. Size and shape — have it sketched. 

Slopes — how they affect climate, productions, etc. 
Tributaries — how fed. 

Amount of erosion — silt — growth of coastal plain. 
Levees, crevasses. 
6. Productions, why rice and sugar in the South. 

Cities, caves, battle-fields, etc. 
Have pupils understand the size of the Mississippi R. — its length, 
average width — low water, floods — amount of silt carried each year, how 
the hills here are being flattened and the soil carried to build up the 
coastal plain. Why levees must be built along the lower course of the 
Mississippi R. and not along other rivers. Size of the levees, how built, 
who pays expense. 

Draw a cross section of the river showing the bed and adjoining 
country. 

Show how Vicksburg is rapidly becoming an inland city. Rivers 



24 THE SEVENTH SCHOOL YEAR. 

with great curves indicate what? St. Francis lowlands once the bed of 
the Mississippi R. 

Illustrate a typical plantation. 

Keep in mind direction and distance from pupil's home. 
III. St. Lawrence R. and the Great LaiCks. 

1. Extent of territory drained. 

2. Size, .shape and relative position of the lakes. 

3. How fed. Banks of the St. Lawrence. 

4. Straits, rapids, falls, islands. 

5. Cities and commerce — Erie Canal. 

Emphasize the amount of produce carried by this route. Where 
obtained. Growth of Chicago, and other lake ports. Time of travel- 
ing from the mouth of the St. Lawrence to Duluth. Fish industry. 



NATURE STUDY. 

Study of leaves. 

Make a collection of 25 leaves. Have them pressed and care- 
uflly mounted on cardboard 8x10 inches. Below each leaf mounted^ 
write this data: 

1. Kind. 

2 . Shape. 

3. Size. 

4. Venation. 

5. Arrangement. 

Study the form and draw each leaf. 

Make blue prints of the leaves and be careful to show perfectly 
formed specimens. Large compound leaves may be printed on paper 
much larger, or else choose smaller specimens and note the fact. Cor- 
relate history and geography with nature study. Elm leaves, suggest 
the Quaker Elm. Oak, suggest the Charter Oak, etc. 



U. S HISTORY AND LITERATURE. 

French. 

I. Study Francis I. and his dealings with Verrazani, also include 



OCTOBER, NUMBER. ARITHMETIC. 25 

La Salle, the work of the Jesuit Missionaries and the Huguenots, 
li. Cartier, i535- 

Ribaut, 1562. 

Cham plain (twice) 1^05-8. 

Du Monts, 1605. 

Tell what each did. Spanish Massacre. Dutch. Life of Henry 

Hudson. . 1 1 ^r, -1 

III. Sum up the claims of the four nations and have the pupils 
know upon what discoveries each nation based its claim. Construct 
maps showing the claims of each nation. This can be done by making a 
map for mch nation's claims. Color the claims. Morris' History of the 
U. S. gives some good suggestions concerning this. 
Correlative Literature. , , t, 1 

1 . "LaSalle and the Discovery of the Great Lakes. — Parkman. 

Read all if possible. It is excellent. 

2. "The Paper Canoe. " . . 

A short description of a trip down the Mississippi R. 
in La Salle's time. 

3. "Jesuits in North America."— Parkman. 



ARITHMETIC. 

Measurements. Surface. 

I. Analyze the linear and square tables, then have them memo- 
rized. Never leave a table until every pupil knows it as well as he 
knows his multiplication table. It is interesting to the children to know 
why the yard has three ft., the rod i6>^ ft., etc. Teach them this. 
Teach square measure by actually measuring. 

II. Carpeting. 

First teach matching of carpet (can illustrate with wall paper;, 
waste, laving in strips, turning under. 

Have pupils measure the school-room, calculate the number ot 
yards by laying the carpet either way. 

Measure irregularly shaped rooms and compute the carpet for 
them. Use different widths of carpet. Have the diagrams accompany 
each computation. 

III. Plastering. 

Observe the openings, number of coats, ceiling, current prices 

for work. 



26 THE SEVENTH SCHOOL YEAR. 

IV. Painting. 

See plastering and carpeting. Have children carpet, plaster and 
paint some room in the building,— each measuring for himself ' Use 
current prices. 



LANGUAGE 

£11 A , ^^^^f s- 'I'each that the place of an adjective or adverb may be 
hlled b}' a phrase; hence the adjective or adverb phrase; e. g • A strom/ 
man-A man of strength. He traveled »ort/ucard=Ke traveled toward 
the nortfi. 

Notice that the adjective goes brfoir its noun, generally; but the 
adjective phrase goes after. Emphasize these cardinal points. 

1. Modifiers of nouns and pronouns are adjective elements and 
may be words, phrases, or clauses. 

2. Modifiers of verbs, adjectives, and adverbs are adverb ele- 
ments, and may be words, phra.ses, or clau.ses. 

Give daily drill in the following synthetic work : 
I. Flowers bloom. — Unmodified.' 

,/,..Wc^*^-^'T^?"^ ^°''''^'''' ''^"°"' profusely. Modified .sentences— 
10 01 as, adj. and adv. 

t.« ^' „,^^«'''^^s ^if theforefit bloom dnrinfj the night. Modified sen- 
tences. Phrases, adj. and adv. 

AT A -c t '^^"^' '^ flowers of the forest bloom frequently during the n inht 
Modified sentences. Words and phrases, adj. and adv ' 

adv clau^^^^ ^"^^^^ ^^^^^ ^^^ construction readily introduce the adj. and 
/^. ■^;, ^^-^f.'/ flowers o/-f//e/oms-« which last but a few hours bloom 

Word? -h '''"'"•(. 'i' '"'^^'' ''''" '' '■' '''''' ^I'^dified sentence 
Words, phrases, and clauses, adj. and adv. 

If this kind of work is continued daily for the month, growine 
graduay into more complex constructions, the hardest battle of gram- 
mar will have been fought, and without drudgery 

ofdefinSs^'etc.'^'^^'^" -->'^ language but dislike the memorizing 



For interesting and profitable work allow 12 line compositions to 
be written, first with unmodified sentences, then with No 2 then No 
3, 4, and 5. Have the best copied on the board for special criticism 

Continue composition work as suggested for September 



OCTOBER, THE ARTS. 27 

THE ARTS. 

I. Writing. 

See work for September. Continue the same, demanding neat 
and rapid work. 

II. Music. 

Drill on music reading, introducing part work. Be careful in 
introducing changes of key in the same exercise. Take simple changes 
first; as: C to F; Eb to Ab. 

"October Party" is a very appropriate song for this season of the 
year. It is sometimes called "November's Party," found in "The 
Model Music Course' ' — John Church Co. 

"The Little Brown Church in the Dale" is a favorite with most 
pupils of this grade. Endeavor to sing the chorus with all parts. 

In singing observe: 

1. Correct tone. 

2. Proper breathing. 

3. Distinct enunciation. 

4. Propel position (.standing). 

5. Cadences. 



28 THE SEVENTH SCHOOL YEAR. 

NOVEMBER, or Third Month. 

GEOGRAPHY. 

I. North America — Western Highland. 

1. Extent. 

r Rocky. 

^ AT 4. • Wahsatch. 

2. Mountains < ^- ^.j ■, ^ , 

I bierra Nevada, Cascade. 

[ Coast Range. 

3. Great Basin. 

4. California Basin. 

5. River val]e5^s and plateaus. 

6. Wealth, rain fall. 

7. Climate — how affected. 

8. Parks, Indian reservations. 

9. Rivers, cities, arms of the ocean, etc. 

Compare the Western Highland with the Eastern Highland in 
size, surface, chmate and productions. Compare the Appalachian with 
the Rocky mountains. Why so many large parks and high peaks ? 
Make a careful study of them. Canons — how formed, why sonumerou.s? 
How can we determine the age of the rivers ? Use plenty of number 
work with the geography. It will add to the interest. Compare lati- 
tude of California with Pennsylvania. Why is the climate so different ? 

Salmon fisheries of the Columbia. 

Golden Gate, big trees, classes of people, industries, products. 

II. Prairie and Plain Regions. 

1. Extent. 

2. Causes of prairies. 

3. American desert — causes. 

4. Industries. 

5. Western farming, and cow-boy life. 

6. Cities, rivers, mountains, etc. 

Treat of the early history of the Prairie, — how broken up— 
grasses — kind of soil — animals — industries — Indian occupations. Pic- 
ture the cow-boy Hfe on the plains. Do him justice. Remember some 
culture exists among the rough (?) boys of the plains. 

Irrigation — artesian wells — the American desert becoming an 
English garden. 



NOVEMBER, U. S. HISTORY AND LITERATURE. 29 

Modern machinery used in the farming country. Read extracts 
from "The Prairie" to pupils. Have plenty of pictures. Causes 
of western emigration. 
III. Review Relief Forms of North America. 

Have much written work. 

Require pupils to go to the board and sketch a basin, or slope, m 
say three minutes. Arouse competition in exactness and neatness of 
work. Have pupils construct relief maps from memory— hang up for 
exhibition. 

NATURE STUDY. 

Nuts. 

Make a collection of nuts. 

I. Those about home. 

2. Those not about home but native to the U. S. 

3. Foreign nuts. 

Collect and arrange in shallow paper boxes, similar to a mineral 
collection. 

Study each kind and label. Draw some of them on the outside of 
the boxes, or on paper and then paste. Study the mode of cultivating, 
nature of plants and trees producing. Carefully note the time and man- 
ner of gathering. How marketed and current prices. 

U. S. HISTORY AND LITERATURE. 

Period of Settlement. 

I. London and Plymouth Companies. 

Teach the organization, the territory embraced in each, the terri- 
tory intervening. Why ? Locate the boundary parallels upon the 
maps, showing the claims of the nations. 

Sir George Popham's attempt to settle at the mouth of the Ken- 
nebec, Me. The same year Jamestown was founded by the London Com- 
pany. 

II. Get a general knowledge of English history during this 

period. 

James I., Charles I., Cromwell, Charles II., James II., William 
and Mary, and Anne. 

HI. Virginia. 

Jamestown — government, education, etc. 



30 THE SEVENTH SCHOOL YEAR. 

John Smith Story. 

Famine. 

Assembly. 

Indian Troubles. 

Charters. 

Navigation Acts. 

Bacon's Rebellion. 
Make John Smith the historic center. 
IV. Massachusetts. 

Two leading settlements. 

1. Plymouth colony — Puritans: 

(a) Origin (Milton and Cromwell), wanderings in Eu- 
rope. (&) Landing of the Pilgrims — their first winter — treaty 
with the Indians, (c) Miles Standish, growth of colony, gov- 
ernment. 

2. Massachusetts Bay Colony. (Boston). 

(«) Settlement — character of settlers. 

r Roger Williams. 

(b) Religious disturbances < Anne Hutchison. 

t Quakers. 

(c) Salem Witchcraft and other delusions. 

(d) Schools — industries. 

3. King Philip's War. 

4. Union of Colonies— Cause. 

( Thomas Hooker. 

5. Prominent „,e„ ) ^^X^' 

I Cotton Mather. 

6. Trace the influence of these two colonies up to the present time. 
Treat Rhode Island (Williams, charter), New Hampshire (Ma.son),and 
Connecticut (Andros, Charter Oak), as foster colonies of Massachusetts. 
Correlative Literature. 

1 . ' 'Courtship of Miles Standish. ' ' —Longfellow. 

Beautiful and reahstic. 

2. "First Landing of the Pilgrims." — Southey. 

A piece of fine literature. 

3. "The Mayflower" and "The Phantom Ship.'* 

Both gems of verse. 

4. "Heartbreak Hill." 

Children admire it. 



NOVEMBER, LANGUAGE. 3^ 

ARITHMETIC. 

Measurements. Capacity. 

Analyze the tables of capacity— then memorize as in the work for 
October. Such numbers as 231 cu. in. in a gal., 2150.42 cu. in. in a 
bu (stroked), etc., must be acquired. Teach the origin of thebu., qt., 
gal., hhd.. etc. This is generally overlooked, but it should not be so, 
or arithmetic will be working with figures alone. 

Use parallelopiped figures at first, then take up the curved ones. 

Review the circle, circumference, area, etc. 

Compute the capacity of your rooms, vessels in the room, your 
cistern. 

Correlate with the science. 

Continually introduce questions that will involve careful work m 
a mechanical way. 

Insist upon neat and exact drawing of figures. Let not a prob- 
lem be accepted that does not have its diagram. 



LANGUAGE. 

Properties. 

I. Continue the work of the previous month and introduce the 
properties of the noun, adjective, adverb. Deal with the preposition 
and classify. Emphasize the use of prepositions with particular vyords 
—choice of prep. Introduce the interjection and show how conjunc- 
tions connect words, phrases and clauses. Have each case illustrated. 
Do not be satisfied with one illustration but call up the points 
daily. Introduce the participle and infinitive. Show the uses of 
each in short sentences, as was explained in October work. Emphasize 
the noun use of the infinitive. 

II. Give daily work in analyzing simple sentences. Be careful 
in choosing them. In assigning work for the next lesson, see that the 
sentences are from standard authors — many will do for memory gems. 
Give plenty of work in paraphrasing. Begin with easy ^selections. 
Require neat Mss. Watch the spoken language, introduce rules of 
syntax when advantageous. 

verb, don't burden them with a rule. 

Make the compositions short — one or two pages are sufficient 



32 



THE SEVENTH SCHOOL YEAR. 



Teach the pupils to be methodical in thought. 
Be sure to indent when beginning a paragraph, 
from "Miles Standish" and "First lyanding of 
pupils read their work in class for criticism. 



Observe paragraphing. 

Paraphrase selections 

the Pilgrims. ' ' Have 



THE ARTS. 

I. Writing. 

Write business forms — such as the different kinds of notes, re- 
ceipts, etc, 

II. Music. 

Memorize some of the most common hymns and national .songs. 
We should all know by heart more of these common hymns. Teach: 
"Jesus, Lover of My Soul," "Nearer, My God, to Thee," "Rock of 
Ages," "All Hail the Power of Jesus' Name," "Just as I Am," 
"Home Sweet Home," "America," etc. 

III. Drav/ing. 

Different kinds of nut trees; observing size of stem, branches, 
leaves, and fruit. 



DECEMBER, GEOGRAPHY. 



33 



DECEMBER, or Fourth Month. 

GEOGRAPHY. 

North America — United States. 
( Government. 
„ J Climate. 
^ • ^' j Grouping of States. 

[ Products. 
Government of U. S. 

f Number ? 
Repre- J By whom elected ? 
senta- | Term? 

tives 1, Qualifications — Salai3\ 
f Number ? 
1 By whom elected ? 
Senators^ Qualifications? 
I Salary ? 
t Term ? 
f Term ? 

J By whom elected ? 
I Qualifications ? 
( Salary of Judges ? 
'Secretar)' of State. 

" Treasury. 



I^egislative < 



President. 
Vice Pres 



Executive ^ 



Cabinet. 
(Art. II., 
Sec. 2. 
cl. 2.) 



Judicial. 
(Art. III. 
Sec. I. Art. ^ 
II., Sec. 2, 

cl. 2.) 



" War. 
" Navy. 
" Interior. 
" Agriculture. 
I Postmaster General. 
( Attorney General. 
(' Term of Judges ? 
Supreme Court -, i Chief Justice. 

( 8 Associate Judges. 

( Term ? 

( One Judge in each court. 

( Term ? 

( One Judge in each district. 

( Term ? 

( Five Judges. 



Circuit Courts. 
District Courts. 
Court of Claims 



34 



THE SEVENTH SCHOOL YEAR. 



Causes that 
affect climate. 



Do not attempt too much. Present the subject in a simple and 
illustrative way. For example show pictures of public buildings, halls 
of congress, &c. 

2. Climate. 

Review the causes that affect climate, and how parts of the U. S. 
are affected by one or more. 

Latitude. 
Altitude. 
Ocean Currents. 
Distance from Sea. 
Winds (prevailing). 
Vegetation. 

3. Grouping of States 

Classify the states into 10 groups, according to Harper. While 
there are some disadvantages in this grouping, there are advantages 
far greater. 

Study each group, observing the following outline, or one equiva- 
lent. 

Position. 

Area. 

Surface. 

Climate. 

Industries. 

Mountains. 

Rivers. 

Lakes. 

Cities. 

Bays. 

Capes. 
1^ Special facts. 

Use relative terms in describing the area, climate and surface. 
Have the groups drawn on the board large enough to be seen b^^ 
the whole school. 

Connect interesting data with as many places as possible; e. g, : 
Chautauqua— Assembly; Catskill— "Sleepy Hollow"; West Point 
—Military School, etc. 

4. Products. 

Construct product map. 

Do not make it smaller than 3x5 feet. Draw outline of states on 
It and place on products with Royal glue. Let the pupils do all this 



Middle Atlantic States < 



DECEMBER, U. S. HISTORY AND LITERATURE. 35 

work. Use small phials for material that cannot be fastened otherwise 

NATURE STUDY. 

Rocks. 

I. First study the rocks of Vermont and vicinity, including the 
granite, marble and sandstone. Scudy the composition, and prove with 
simple experiments. . 

Treat at length where found, how quarried, and how marketed. 
Uses of the different rocks. — Suggestive subjects: 

Polishing rocks. 

Carving and sawing. 

II. Study the cliffs of the Hudson R,, observing veins, and for- 
mation. 

III. Make a careful study of the different rocks found around 
home and make a collection of them. Label each specimen and arrange 
in a cabinet. Allow the children liberty in shaping and arranging their 
specimens. Correlate literature with the work. 

U. S. HISTORY AND LITERATURE. 

Period of Settlement (continued). 

I. New York. 

1. Dutch — Make "Irving's Knickerbocker" the basis of history. 
Study Dutch customs, patroons, four Dutch governors, Swedes, and 
settlements. 

2. English; Duke of York, conquest, Andros, Leisler. 

II. Pennsylvania. 

1. Quakers; origin (George Fox), first settlements. William 
Penn, his purpose, charter, Indians, Philadelphia, customs, industries, 
prominent men. 

2. A brief sketch of the history of Penns3'lvania to the present 
time. 

3. Foster colonies: New Jersey (Carteret, Presbyterians), Dela- 
ware (Swedes). 

4. Account for the northern boundary of Delaware, Mason and 
Dixon's Ivine and the northwest neck of Pennsylvania. Such little 
facts are like dessert after the heav}' meal. 

III. The Carolinas and Marjdand are foster colonies of Virginia. 



36 the seventh school year. 

The Carolinas. 

1. Albemarle and Clarendon colonies. How settled, Grand Mo- 
del, John Locke. 

2. Rice and indigo, divisions of the Carolinas, Indian troubles. 
The principle of toleration. 
Catholics — history of same. 
Lords Baltimore. 

IV. Maryland. -| Religious freedom. 

The Clayborne troubles. 

William and Mary on the throne of England. 
Changes. 
V. Georgia. 

1. Oglethorpe's project, imprisonment of debtors, kind of settlers, 
Georgian industries, restrictive laws. 

2. The Wesley s and Whitefield, home for the poor, troubles with 
Spain. 

Correlative Literature. 

1. "Irving's Knickerbocker's History of New York." 

2. "Van Rensselaer of Rens.selaer.swick. " — Brook. 

(Humorous and entertaining.) 

3. "Historic Boys." 

A careful study of Irving will add much interest to the month's 
work. 



ARITHMETIC. 

Measurements. Weight. 

Study carefully avoirdupois, troy, ai'.d apothecary weights. Deal 
with the origin of the terms. Why 24 gr.= i pwt.? Why 

8 fluid dr.= i fluid oz.? Notice that the troy and the apothecary weights 
are the same in lb., oz. , and gr., but that the oz. is differently divided. 
Compare the.se two weights with avoirdupois. Firmly fix 5760 gr. and 
7000 gr. Make a judicious use of the scales. Have each pupil weigh 
articles and compute their value. Use groceries, jewelry, medicines. 
Avoid theory as much as po.ssible. 

Study the abbreviations and symbols thoroughly. Make out pre- 
scriptions, using the apothecary's terms. Notice their peculiarities. 
Why ? Relate some of the wierd stories of ancient alchemists. 

Deal with time measure very much as directed above.. Explain 



DECEMBER, LANGUAGE. 37 

the division of time in former centuries. 

Teach the cause of leap-years. Difference between hmar and cal- 
endar months. Teach the naming of the months, also the days. 

There may be time in this month to teach the other tables, such 
as cubic etc. The children are supposed to know the money tables and 
also the surveyor's table. These can be reviewed as questions are in- 
troduced. • , 1. • 

Continue to correlate the number work with the science, etc. 

Questions and examples. 

1 If the o-overnment should authorize that the standard weight 
of a bu. of wheat be 56 lbs. , what would I lose, in bu. , in selling the 
wheat from a full bin 4 ft. long, 3 ft. wide, and 5 ft. high ? 

2 The Rocky Mt. states yield $60,000,000 of silver yearly. 
What would be the weight'of the silver, supposing it was in com— alloy 

counting nothing ? • • 1 

Frame the question so as to involve as many new principles as 
possible. What must the pupil know in the second question ? Let us 

analyze: 

1. Weight of a silver dollar. 

2. Fineness of a silver dollar. 

3. No. oz. in a lb. of silver, etc. 
What lines of thought would he likely follow? 

1. Why put alloy in coin ? 

2. Why have the silver dollar weigh so many gr.? 

3. Could dollars be used as weights for a balance? 

etc. 
Give plenty of work in reduction of denominate numbers. 



LANGUAGE. 

Special drill on Verbs and Pronouns. 

I. Take up the properties of the verb — voice, mode, tense, per- 
son, and number. Show why intransitive verbs cannot have voice. 
Reason it out with the children. Make a scheme of the verb, large 
enough to be seen across the room, and keep it before the pupils con- 
stantly. Show why there are but four tenses in the potential mode. 
Why one tense and one person in the imperative, etc. Look after the rea- 
sons—grammar is not to be memorized. Text-books are very misleading 
at times. 



38 THE SEVKNTH SCHOOL YEAR. 

In conjugating a verb in the 3rd, singular, give the three genders 
of the pronoun. Drill on the correct use of lie, lay, sit, set, teach, do, 
shall and will, may and can, stop and stay. 

2. Make a plan of the pronoun showing the case forms in the 
different persons and numbers. Drill constantly on the predicate pro- 
noun. Call attention to the fact that pronouns do not change to an 
apostrophe and "s" to denote ownership. Why? Avoid the use 
of "them" for "those". Deal with the interrogative and relative pro- 
nouns. Distingui.shing features of the relative ? 

3. Contiiiue the analysis of simple sentences. Notice carefully 
such sentences as these — "He told me to go," "I made him angry," 
"He is tired working all day." 

Teach transposition, and .select many t;'ansposed sentences. 
Base the composition w^ork on the literature and history. Have 
drawings inserted in the compositions. Hang them up for criticism. 



THE ARTS 

I. Writing. 

Copy poetry, observing indentations and punctuation. 

II. Music. 

Continue the system of previous months in reading music. 

Watch the tone and breathing. — Seek for rapid reading and cor- 
rect time. Introduce the beautiful song, "Flow Gently, Sweet Afton." 
Teach the Scotch history. Insist upon clear enunciation and proper in- 
tonation. 

At Xmas time teach "Merry Xmas",— (Excell. )Study the senti- 
ment. It is beautiful. 

III. Study of Raphael and his Madonnas. 

1. Home and boyhood. 

2. Florence experiences, 

3. His work in Rome. 

4. Style— three kinds. 

5. Works. 

Try to have copies of The Coronation of the Virgin, St. Cecilia, 
SistineMadonna and the Transfiguration. 



JANUARY, GEOGRAPHY. 39 

JANUARY, or Fifth Month. 

GEOGRAPHY 

I. British America— 

1 . Extent and ownership. 

2. How ruled. 

3. Surface, climate, and productions. 

4. Political Divisions — cities, rivers. 

Compare Quebec and Ontario in people, customs, products, and 
surface. 

Mark well the forest and wheat regions, quality of furs, mineral 
wealth, and railroads. Discuss the Esquimaux, fisheries. Remember 
that New Foundland is ruled differently, and is an independent colony. 
Danish America— ownership — theory of its di.scovery, present condition. 

II. Alaska — 

1. Position and size. 

2. Shape and relief. 

3. How acquired. 

4. How governed. 

5. Industries. 

6. Emphasize mineral developments. 

Keep a well sketched map of Ala.ska on the board. Study the 
Yukon valley and the climatic changes. In order to realize its size, con- 
sider it 12 times that of New York. Why "land of the mid-night sun" ? 
Draw hues from Mt. Kelly to St. Elias and from Cape Romanzof to 
Manning Point — Measure them and compare with distance from Pitts- 
burg to Texas— By measuring you will find the Eastern boundary is 2 
times the length of Pennsylvania. Have much of this kind of work. 
^It will impress shape and size. 

III. Central America — 

Treat Central America as you did Mexico. Dwell on the'five inde- 
pendent republics — the low form of government— causes of the same. 
How England rules her one colony. Treat at length, the Nicaragua 
Canal, productions. Population equal to that of Mass. and Conn. 

IV. Draw maps of Canada and other countries, construct lines con- 
necting places, determine distance and compare with places about 
home. 

Correlate the early French history with Canada, and Dutch his- 
tory with Hudson Bay. 



40 THE SEVENTH SCHOOL YEAR. 

Draw a map showing the relative position of the West Indies, 
Bahamas, Bermudas, and the S. E. coast of the U. S. 



NATURE STUDY 

The Moon. 

Make a general study of the moon, observing the following points: 

1 . Size, position. 

2. Phases. 

3. Distance from the earth. 

4. Orbit. 

5. Rotation. 

6. Ph3'sical features. 

7. Superstitions. 

Have drawings made of the phases. 

■ •»■ ■ 

U. S. HISTORY AND LITERATURE. 

Anglicizing America. 

I. This is an era of great importance, since it determined the 
race of a continent; hence the language, religion, laws and customs of 
America have grown out of this fruitful epoch. 

The first three Inter-Colonial wars had their origin in Europe, 
hence a critical study cannot be given. King William's War, 1689-97; 
Queen Anne's, 1702-13; King George's, 1744-1748. The cau.ses may 
be given and also the chief events in America. It would be well to learn 
place and terms of each treaty. 

II. Before beginning the French and Indian war, review care- 
fully the English and French claims on American soil. 

War. — 1755-63. Cause. 
Five objective points. Why ? 
I. DuQuesne. 2. Niagara. 3. Ticonderoga and Crown Point. 
4. Quebec. 5. Acadia and Louisburg. 

III. Study the situation of these places and the topo- 
graphy of the country surrounding. Read Parkman for facts. 
He has best told the story of this war. 

IV. Take for special points of study Washington's Journey, 
Expulsion of the Acadians (Read Evangeline), Battle of Lake George, 



JANUARY, ARITHMETIC. 4 1 

and the Battle of Quebec — Treaty. 

V. Persons for special study. 

Queen Anne. 

King George. 

Washington. 

Pontiac. 

Wolfe and Montcalm. 

William Pitt. 

Acadians. 

VI. Have maps constructed showing positions and marches. 
Call attention to the historic points near here — such as Braddock's 
grave, etc. 

Correlative Literature. 

"The Old Regime in Canada."— Parkman. 
"Montcalm and Wolfe." — Parkman. 

Both masterpieces of Inter- Colonial history. 
"Evangeline. ' ' — Longfellow. 

A pathetic story of the expulsion of the Acadians. 



ARITHMETIC. 

Practical Work in Denominate Numbers. < 

Take up the work by steps. 

1. Reduction, both ascending and descending. 

2. The four fundamental operations. 

3. Writing the first and second. 

«v Teach the short processes and business operations. For an ex- 

ample take this question : 

Find the number of bu. in a bin 10 ft. long, 8 ft. 6 in. wide, and 

5 ft. high. 

The long process would be to find the number of cu. in. in the* 
bin and divide by 2150.42. This should be taught first, but then let 
the pupils know that by finding the number of cu. ft. in the bin and X 
by .8, and adding ^ of i per cent, to the result, the answer will be the 
same.' But explain that .8 of 2150.42 cu. in. = 1720.336 cu. in. If we 
add to this >^ of i per cent, of it and reject the decimal we obtain 1728 
cu. in. Whenever a short process is used, a lucid explanation should 
be given. Taking much for granted spoils the reasoning in this exact 
science. 



4- THK SEVENTH SCHOOL YEAR. 

Review Longitude and Time. This belongs to geography and 
should be made use of nearly every day in studying the same. It is ex- 
pedient to commit the number of miles in a degree of longitude at the 
equator, then at, say 40° latitude, then 50° latitude. This will assist 
much in the geography work. Don't commit the table without first 
reasoning it out. Study arithmetic with a skeptical mind, let everything 
be proved. 

You will find good material in January science for problems. 

LANGUAGE. 

Verb "to be." 

1. Study all the forms of this verb, then notice (a) its use in 
forming the passive voice of transitive verbs, (6) its use in forming the 
progressive form in conjugation, (c) its frequency in our language, (rf) 
and its misuse. 

2. Dwell on the perfect ten.se of verbs, for in the use of this we 
find many mistakes. Introduce this suggestion : 

When we use //«.s-, Aad, have, or 2iny form of the verb "^o 6e" 
with another verb, we use the perfect tense of that verb. 

3- Enter more into detail with the clause. By synthesis, develop 
the three kind.s. adj., adv., and noun clause. Account for these ex- 
pressions: adjective relative clause, adverbial clause of manner, sub- 
ject clause, object clau.se. Use these terms so the pupils will become 
acquainted with the language of grammar. 

4. Make "Evangeline" a basis for study of style. Study the 
rhythm, poetic license, and thought. Many of the sentences can be 
studied as problems for analysis. Keep in mind the building of a useful 
vocabulary. Throughout the year, let each pupil set down in a special- 
ly prepared book such words as the teacher may suggest; these words 
to become part of the working vocabulary of the pupils. Frequentlv 
review them, and have written tests, say, monthly. 

Require essays on different parts of Evangeline, and when fin- 
isaed have each pupil write a report, or criticism on it, not to exceed 
500 words. 



THE ARTS. 

I. Writing. 



JANUARY, THE ARTS. 43 

Letter forms, and a drill on forming figures. Special attention 
given to spacing between words. 
II. Music. 

Part work — rounds— reading from average grade scores. Trans- 
posing. Give drills in various keys, requiring rapid work at sight. De- 
mand perfect observance of rests. 

Teach the "Old Oaken Bucket. "Make a two part song out of it. 
Drill carefully on the intonation of the vowels. Cultivate expression by 
feeling the sentiment. 

Introduce such a song as "Billy Boy" for a rapid drill. 



South 
America. 



44 THE SEVENTH SCHOOL YEAR. 

FEBRUARY, or Sixth Month. 

I. South America— 

Study the size and shape, and then take up the reHefs — 

j I Why treeless ? 

Valleys. - Selvas 1 g^^' , . ^ , 
( How drained ? 

^ ( How drained ? 
r Brazilian — Extent. 
Hio-hlands J Guiana Highland— Extent. 

I Andean Plateau -[ Mountain Ranges, 
-rj. , ^ I ( Extent. 

Have a larg.^ outline map of South America on the board and 
construct the river basins and water partings before the class. Locate 
tae great cities, also bays, capes, and tributary rivers. Let the pupils 
sketch hurriedly the continent, showing the reliefs, separated by differ- 
ently colored crayon. Let others put in the cities, tributaries, etc. 
Lorre ate the history Do not fail to have the pupils read selections 
from "The Land of the Incas " 



NATURE STUDY. 

Stars. 

Study twelve constellations. Learn to know them in the heavens. 
1 each some of the ancient myths connected with them 
Teach planets also. Call attention to the different colors of stars. 
Lorrelace some of the beautiful literature of our own authors 
Make maps of the constellations. 

U. S. HISTORY AND LITERATURE. 

Revolutionary Period. ^ 

1. Condition of America— («) education, (b) industries (c) 
army. > -- / 

2. Causes of war. (a) Indirect. The origin of the colonies 
pointed toward freedom, love of liberty, laws framed to favor the En- 



FEBRUARY, U. S. HISTORY AND LITERATURE. 



45 

Nav- 



Revolutionary 
War. 



glish manufacturer and merchant at the expense of the colonist. 

igation acts. . ., r „^oi"c 

(b) Direct Taxation without representation, writs ot assis- 
tance, the stamp act, mutiny act, Boston port bill, first Continental con- 

gress. 

Action around Boston. 

Washington from Long Island to Mornstown 
Washington from Morristown to Valley Forge 
Burgoyne. 
Greene. 
York town. 
Separate Battles. 
Peace — terms. 
After the battles around Boston are studied, the rest of the war 
can be studied in three campaigns, viz: 

Washington's, Burgoyne' s, and Greene's. 

f Long Island— Nathan Hale Story. 
I Harlem Heights— Retreat, 
j White Plains— Retreat. 
> North Castle— British army checked. 

Philadelphia— Assisted by the weather. 
^ Trenton — Hessians. 

f Princeton — Stratagem, 
j Brandywine— LaFayette. 
' ■{ Germantown— Retreat of both armies. 
I Valley Forge— Winter Quarters. 
[ Monmouth — Lee's treason, 
f Forts Crown Point, Ticonderoga and Edward. 
I ,. ( Bennington (Betty Stark Story) 

< After supplies | ^^^^ Schuyler(Tory Boy Story) 

(^ Surrender at Saratoga. 
' (Morgan. 

Cowpens | ^^^le^on. 

Race northward, 
j Guilford Court- House. 
l^Eutaw Springs. 
Battle at Yorktown. 
Treaty. — Terms. 

The battle of Camden, and most of those at the different ports 
belong to no particular campaign. 



Washington's 
1776. 



Washington's (con't). 
1777-78. 



Burgoyne' s. 

1777. 



Greene's 
1781. 



46 thb; seventh school year. 

Have each pupil prepare a map of the eastern half of the U. S., 
and insert the campaigns as studied. Do not u.se printed outlines, the 
pupils need the drill. 

Beuieiuber outlines do not confititute history. They are good sign- 
posts—there must be travel between — travel through dales and wood- 
lands. Remember no one can teach historj' and know no more than is 
found in the ordinary text-books. Cultivate the art of story-telling. 
Make history real, — talk with the generals, fight with the soldiers, and 
weep with the bereaved. 
Men to be studied. 

Arnold (treason). Cornwallis and Howe. 

Gates and Schuyler. Gage and Clinton. 

Greene and La Fayette. Tories, traitors. 
Benj. Franklin. Patriots. 

Give France credit for her assistance. 
Study the Declaration of Independence. 
Correlative Literature. 

"The Spy."— Cooper. 

The best historical novel written in America. 
"Declaration of Independence." 

To be studied carefully. 
"Grandmother's Story of Bunker Hill." — Holmes. 

A beautiful description in verse. 
"Paul Revere's Ride." — Longfellow. 
An exciting episode. 

ARITHMETIC. 

Percentage. 

Lead the pupils to know that percentage is nothing new; teach it 
by common fractions, and also decimals. Avoid using such terms as 
base, percentage, rate, etc., until the principles are thoroughly mastered. 

Begin at once with problems, do not talk about the new subject. 

A few hints: 

James, which is the most— >4, .5, or 50 per cent, of the pupils 
here ? If all were here, how many per cent.? If ^ were here ? What 
is 75 per cent, of 20 boys? 34 of 20 boys? .75 of 20 boys? What is 
^3 of 60 chairs ? What per cent, of 60 chairs are 20 chairs ? 30 chairs? 
Drill the class on easy problems like these; do not introduce problems in- 
volving difficult fractions until the principles are learned. When new 



FEBRUARY, THE ARTS. 47 

points are' being introduced, use small numbers, those that may be 
grasped b}' the mind at once. 

I^ead the pupils into all the so-called cases of percentage from the 
very beginning. At the outset avoid classifying under rules. As soon 
as many questions of the same nature are given the process becomes 
mechanical. 

Base questions upon home and its surroundings, afterwards upon 
the February science and history. The Revolutionary war suggests a 
broad field for interesting problems. 



LANGUAGE 

1 . Continue the work on clauses. Have the pupils classify all 
kinds of clauses, and sub-classify the adverb clauses. 

Require much synthetic work; e.g.: 

(a) Write a sentence having an infinitive phrase used as attri- 
bute complement. 

(b) Write a sentence using (e. g. ) "who was here" as an adj., 
then as a noun clause. 

(c) Make a sentence having an infinitive phrase used as an adj. 
Let this kind of drill continue until there is no trouble in making 

suitable sentences. 

2. Spend much of the time analyzing complex sentences. The 
pupils should now be able to analyze ordinary sentences,, if the clause 
drill has been vigorously kept up. Take selections from the literature 
and analyze. Diagrams may be used, re nembering they facilitate the 
operation but are of no value in themselves. I^et book reports take the 
place of other composition work for the greater part of this month. 
Urge each pupil to read at least one good book during the month, and 
make a report of say 5 pages on it. Insist that this report be free from 
errors in English. 



THE ARTS. 

Writing. 

Practice on unruled paper. 

Write forms of invitations, acceptances, etc. 

Cultivate the art of arrangement. 



48 THE SEVENTH SCHOOL YEAR. 

II. Music. 

Continue part work and increase the register. Avoid loud 
singing. Drill on the vowels constantly'. 

"We'd Better Bide a Wee" is a pretty ballad, and children like 
it. The music is the chief feature. Better words maj' be selected. 

"Crowding Awfully" is a good temperance song, well worth 
learning. 

Sing the national songs frequently. The children delight to sing 
of America and her heroes. 



MARCH, NATURE STUDY. 49 

MARCH, or Seventh Month. 

GEOGRAPHY. 

I. South America — 

1. Political Divisions. 

2. Governments. 

3. Climate and Products. 

4. People and Industries. 

5. Recent Political changes. 

A careful study of the ten republics — first studying them as de- 
pendencies of Spain and Portugal during the early part of the 17th cen- 
tury. Dwell on the three European colonies — wealth of same. 

Make a special study of Brazil — after the following outline. 
Position, size, and form. 
Government — («) Early, (b) Present. 

Reliefs -^ ^^^^rs. 

( Mountains. 
Climate — How affected ? 
( Vegetable. 
Brazil i Products -, Animal. 
( Mineral. 
People — Classes, 
f Home. 
1 State. 

( Foreign — with whom ? 
I Domestic. 



Customs 



Commerce 



II. 



Make .se 
Draw- 



:ral drawing lessons from the continent. 



ist, — Reliefs. 

2nd, — Political Divisions. 

3rd, — Make Product Maps. 



NATURE STUDY. 

The Sun. 

Study the sun as the source of all light and heat, and hence of 
all life. 

Note its position in the solar system, and make a map of the eight 
planets, showing the relative orbits of each. Emphasize the points of 



50 



THE SEVENTH SCHOOL YEAR, 



size, distance from the sun, and orbits. 
Outline of further stud}- of sun. 

1. What? 

2. Size- 

3. Distance from the earth. 

4. Physical features (sun spots, etc.) 

5. Superstitions. 

Teach some of the beautiful literature written about this planet 
read and commit Everett's description of a .sunrise. Have experiments' 
showing the power of the sun both in light and heat 



III. Washington's 
Admini.stration 



U. S. HISTORY AND LITERATURE. 

National Development. 

I Review the Articles of Confederation and the Constitution 
il. Condition of colonusts at close of the Revolutionary War- 
population, industries, domestic life (traveling, monev, amusements 
man, etc.), comm.on schools, colleges, arts, etc. 

'Needs of the ( J^-^aties. 

countrv i ^^^^^"ce. [ments. 

' L Organization of depart- 

Whiskey Rebellion. [Algiers. 

Trouble with England, France, Spain and 

V Indian Wars. 

John Adams' Administration. 

France^' nirnn^" '°"'^*'^°" °^ the country and the troubles with 
±^rance. How our envoys were treated; X. Y. Z. despatches Reasons 

sZT%7'''' ^'''"Ti ^^'^^^°" ^^^'•^- ^ff-^ -' t'he^e Sws plr y 
of S S. hlTor' """^ throughout the national period 

A Democrat. 

War with Tripoli. 

Louisiana Purchase, 
jciierson s ^^^^° Admitted. 

Administration ^ J^onroe sent to France. 

Eewis and Clark Expedition. 

Burr's Treason. 

Slave-Trade Abolished. 
. Foreign Troubles. 



Jefferson's 



MARCH, ARITHMETIC. 5 1 

This is one of the richest periods in the national development. 
Correlative Literature. 

"Washington's Farewell Address." 
Life of vVashington. 

ARITHMETIC. 

Principles of Gain and Loss. 

I. Refer to February for suggestions in introducing the subject. 
Emphasize that the cost is a very important consideration in dealing 
with profit and loss. Get the questions from the stores. 

Show how goods are marked, both in plain figures and in letters. 

Key for marking. 
123 456 7890 
the boy runs 
Suppose the tab is put on a pair of shoes, h b s repre- 
sents the cost, and means by the key $2.40. e y s repre- 
sents the selling price, and means by the key $3.60. The 
marking price is $4.00 in plain figures. 

A question: How shall a dealer mark shoes that cost 
him $2.40 so as to fall lo per cent, and still make 50 per cent ? 
50^; of. $2.40 = $l.:-0 Gain. 
$2.40 + $i.2U = $3.(iU S. l\ 
$3.40 -h (100^ — 10^) = $4.00 Marking P. 
Prove. 
Make questions requiring the finding of cost and selling price. 

II. Deal with agents and their work. 

Kinds of agents — commissions charged for different kinds of ser- 
vice. Why ? Why does a sewing-machine agent get 25 per cent, and 
a wool-dealer 2 per cent ? 

Work out questions about the business transacted by your own 
agents. 

Treat insurance in the same manner. 

III. Taxes and Duties. 

Trace the school tax from the levy until paid out. Get data 
from your district and make questions from them. Teach the two kinds 
of taxes — direct and indirect — outline each. 

Duties. Why charged ? Kinds; how laid ? Study the tariff 
schedule. Get one from Washington, D. C. Go through a custom- 
house in imagination with the children. Make out a manifest at 




52 THE SEVENTH SCHOOL YEAR. 

Paris, ship the goods to New York city — "Clear the goods", and ship to 
destinations. Do all this with the children. 

Base your later questions on March history and science. This 
takes in Hamilton's policy and South American products. 



LANGUAGE. 

"Snow-Bound." 

1. Make "Snow-Bound" the basis work for English during this 
month. 

Study it first as a piece of literature — then choose passages for 
analysis and rhetorical study. Notice the compound sentences and Whit- 
tier's easy style. Let pupils choose some of their art study from this 
selection — imaginative art. 

2. Make a special study of Whittier during this month, follow- 
ing some outline similar to this: 

1. Condition of the U. S. when Whittier wrote. 

2. His parentage and boyhood. 

3. Middle life and writing period. 

4. Later life — productions. 
5 Slavery, Politics. 

6. Style. 
Study '-MaudMuller," "The Witch's Daughter," "In School- 
days," and "Song^ of Labor." 

Use "Maud Muller" for work in paraphrasing. 
Let the composition work be on the literature. 



THE ARTS. 

I. Writing. 

Continue with unruled paper. Practice daily in copying from 
selections in literature. 

II. Music 

Part work. 

Do not take up much new music each day, except for rapid sight 
reading. Have plenty of songs. Sing what the children like at tinfes; 
sometnnes old hymns, other times patriotic selections, and again Scotch 
songs. "Blue Bells of Scotland" is appreciated generally. Try it. If 



MARCH, THE ARTS. 53 

the pupils don't like it, tell its ston-, then try it again. Introduce good 
rounds, and sing with life. 
III. Drawing. 

Do considerable map drawing based upon geography. 

Sketch buildings and landscapes. 

Allow the pupils to choose their material as much as possible. 
The interests will vary. Why not ? Don't make a boy draw a house 
if he wants to draw his father's horse. 



54 THE SEVENTH SCHOOI. YEAR. 

APRIL, or Eighth Month. 

GEOGRAPHY 

I. Europe. 

1. Absolute position. 

2. Shape and Size. 

3. Political Divisions. 

4. Governments. 

5. Climate, Industries. 

Compare latitude of places in Europe with places in U. S. 

Study the reliefs of Europe in three parts, viz: (i) Rivers run- 
ning north: Petchora, Dwina. Onega, Duna, Vistula, Oder'. (2) 
Rivers running N. west, and wesc: Elbe, Weser, Rhine, Seine, Loire, 
Garonne, Douro, Tagus, Gaudiana, and Guadalquiver. (3) Rivers 
running S. east: Volga, Don, Dnieper, Dneister, Danube, Po, Rhone 
Ebro. ' 

By drawing a line from 63° N. Eat. at Ural Mts. to 50° N. Eat. 
and 15° E. Eong. Greenwich, and one from 50° N. Eat. 15° E. Eong 
Greenwich, to 37° N. Eat. 7°E Eong. Greenwich, then one from 50° 
N. Eat. and 15° E. Eong. Greenwich to the Baltic, the three o-reat 
slopes will be easy to teach. ^ 

The same divisions can be used to teach climate, productions,and 
other facts. Each slope is peculiar in its climate and productions 'and 
even 111 its people. ' 

IE Study each country,observing the same outhne as was given 
tor Brazil. Keep in mmd the form of government, the race, and in- 
dustries. 

NATURE STUDY. 

Clouds. 

I. Review the formation of clouds, keeping in mind the dis- 
tance from the earth, and why different with different kinds of clouds. 
Classify into three classes—:. Cirrus; 2. Cumulus; and 3. Stratus 

Suggestive questions: 

Why are clouds higher on a fine day ? 

What countries are the most cloudy ? 

What is the size of clouds ? 

What produces the great variety of shapes ? 



APRIL, ARITHMETIC. 55 

Do winds absorb clouds altogether ? How ? 
Cause of the red tinge at sunset ? 
Cause of cloud motion ? 
Cause of red sunrise ? etc., etc. 

Experimental work leading to the spark. Cause of lightning, 
kinds, results, and accompaniments. 

U. S. HISTORY AND LITERATURE. 

I. Madison's Administration — War of 1812. 

Review the troubles with England. Grasp the war policy of the 
administration. Napoleon's double-dealing. Indian hostilities. Cause 
of the declaration of war. 

II. Study the war, making as centers: Hull (his cowardice), 
Harrison, Lake Champlain, Lake Erie, Washington, New Orleans and 
the sea. Account for the one-sided struggle. Notice the greatest 
battle (New Orleans) fought on American grounds. Study the con- 
dition of the two armies, (rt) in equipment, (b) in numbers, (c) and 
in bravery. 

III. Peace — treaty, terms; results later. 

Trouble with Algiers. Hartford Convention. A national bank. 
Admission of Louisiana, 18 12, and Indiana in 18 16. 

IV. Men to be studied.— 

Chas. C. Pickney. Gen. Jackson. 

Gen. Harrison. John Burr. 

Perry. Tecumseh. 

Lawrence. Francis S. Key. 

V. 18 1 2 aphorisms: 

"I'll try, sir." 
"Don't give up the ship." 
"Remember the Raisin." 

"We have met the enemy and they are ours." 
"He could not be kicked into a fight." 
Read "Perry's Victory on Lake Erie."— James Percival. 
"The Boys of 1812."— J. Russell Soley. 



ARITHMETIC. 

Money and Stocks — 



56 THE SEVENTH SCHOOL YEAR. 

Interest — why charged ? 

( Year Method. 
Simple -] Six-percent Method. 
( Sixty-day Method. 

I. Interest ^ ^ , ( Teach with tables at first. 
Compound ^ Compute tables afterward. 
. , / Uses. 

\ Compare with simple and compound- 
Teach one method thoroughly, and if possible the three methods 
outlined. The sixty-day method is undoubtedly the best. Put much 
time on commercial paper. Include partial payments. Use toy money 
and have pupils make out notes and borrow from the teacher — count up 
the notes later and demand payment. 

II. Exchange. 

Begin by starting to Paris via London with $1000, exchange 
$300 in London, then $500 in Paris, return to London and come home. 
Explain each step as you go along. Explain the "Exchange." Have 
sufficient drill of this kind. Show how premium and discount occur. 

Deal with Bills of Exchange (3). Remember domestic exchange 
is conducted through drafts. 

III. Banks. Organization — government. 

Business of banks. Officers. 
Construction of bank furniture. 
Dealing with banks. 
Certificates. 
Checks. 
Have a bank in the school-room. Do business as if it were a 
real one. Teach the boys and girls to be business men and women. 

IV. Stocks. 

Organize a company — do business, declare dividends, or assc^ss- 
ments. 

Thoroughly explain the workings of the Stock Exchange. 
Harper's Magazine '86, will give you excellent articles and ilhistration.s. 
Study .stock quotations in the "daihes". Make out an outline and give 
each student some stock to watch and schedule each day for two weeks. 
Explain "bulls" and "bears". Each pupil should be able to deal in 
stocks w'hen he has finished this subject. Treat per cent, as dollars aud 
you will obviate much trouble; e. g: 

Stocks quoted at 112 pay 6 per cent. 

6 per cent, means $6 on a $100 share. 



APRIL, THE ARTS 57 

Take time to make the subject clear. Arithmetic is not master- 
ed by working through books. 



LANGUAGE 

Lamb's Tales from Shakespeare. 

This will be the basis for English durnig the month. The new 
feature is the plot. Try to have the pupils gain strength in their com- 
position work bv studying arrangement of facts in Shakespeare's plays. 

Once in a week read some of the most beautiful passages from 

the original. j i u 

Study sentences and especially words. The word study .should 
play no small part in the English during the year. It is a satLsfaction 
to know that "drmuing-roovi'' was once wi(hdraiviu(/-roo)it, and meant 
a room to withdraw to after meals. Study words— primitive.denvative. 
During the month the artist Mill .-t will be studied. Let much 
of this work be reproduced. That is, p. short talk be given one day on 
the artist and the pupils reproduce it in writing at school the next day. 
Do not allow notes to be taken. Tliis is excellent memory work. 

In studying Millet, have repicdrctions of his paintings before 
the pupils and let them write out the pa-nter's idea as it appears to them. 



THE ARTS. 

I Practice in Vertical Writing. 

Have periods for special practice on Mondays and Wednesdays. 

II. Music. ^ , , , .-c ^ 

Readino- of sacred music from th i score. Teach the beautitul 
songs: Gottschalk's "Last Hop-," and "St. Hilda". Cultivate a taste 
for good music. 

Learn Thompson's "For You and For Me". Put expression into 

this gem. 

III. Millet. _ . , . , 

Make a careful study of this artist. Treat of his home and sur- 
roundings when a boy— his special friends, his leaving home, his first 
works. 

Style of his art. Why ? 



58 THE SEVENTH SCHOOL YEAR. 

Compare Aiigelo and Raphael. 

Study Millet's "The Angelus," and other paintings. Have 
copies to show the pupils. Let them bring such pictures as they may 
have. 



^ 



MAY, NATURE STUDY. 59 

MAY, or Ninth Month. 

GEOGRAPHY. 

I. Study England, the German Empire, France, and the Medi- 
terranean from a historic standpoint. 

After the physical facts are well known, and cities, products, etc., 
have been well learned, collect the histor}- around such centers as Char- 
lemagne, Frederick the Great, Louis XIV., and Queen Bess. 

The Abbott History Series will aid much in giving interesting 
material for the pupils. Children should acquire a taste now for a more 
extended reading. These interesting centers will not fail to awaken 
even a dull boy to active reading and research. 

II. Have product maps made of each of the countries. They 
may be made on drawing paper, sa}^ 14 in. square. Lines of distance 
may be put on the same maps, before the products are mounted. 



NATURE STUDY. 

Experiments with Oxygen. 

What it is, — found in quartz, clay, iron ore, air, etc. 

Prepare oxygen — 

Chemicals needed : 

I4 lb. of potassium chlorate (K CI03), powdered, cost 5 cents. 
y^ lb. of manganese peroxide (M N O^), powdered, cost 5 cents. 

Apparatus needed: 

2 one qt. glass cans. 

I tin pan, holding 3 or 4 qts. $.05 

I 8-inch glass test tube, .05 

1 cork to fit test tube, . 02 

2 ft. 3-16 inch glass tubing, .03 
2 ft. 3-16 inch rubber tubing, .10 
I small alcohol lamp, .20 

Method: — 

Thoroughly mix a table spoon full each of the potassium chlo- 
rate and manganese peroxide and put the mixture in the 8-inch test 
tube. With a round file bore a hole in the cork large enough to allow 



6o THE SEVENTH SCHOOL YEAR. 

the glass tubing to be squeezed in. Make a scratch on the piece of 
glass tubing 8 inches from one end and break it off. Heat and bend 
this short in the middle to a right angle. Bend the other piece (i8 in. 
long) to an acute angle of 60° about 4 in. from the end. Connect 
these glass tubes bj- the rubber tubing. Force the short one through 
the cork and insert in the test tube. Put a little water in the pan, fill 
the two cans level full with water, cover each with a piece of paste- 
board and quickly invert and place each in the pan with its mouth down- 
ward. Put the short end of the longer tube under the mouth of one of 
the cans and apply heat to the bottom of the test tube with the alcohol 
lamp till the can is filled with oxj-gen. Withdraw the glass tube and 
put it under the 2nd can till filled, or till oxygen ceases to come over. 

Precaution — Always remove glass tube from water before with- 
drawing flame, else water will be forced back into test tube and break it. 

Experiments : 

When filled take jars from pan and cover with the pieces of 
paste-board. 

I. Take a splinter of wood, light one end, then blow out, leav- 
ing only a spark; thrust it into one of the cans. It instantly blazes up. 

II. Take a piece of picture frame wire, heat one end, dip it into 
powdered sulphur, ignite in alcohol flame and lower in the can. It 
burns with brilliant flashes. 

III. Wrap a wire around a piece of chalk for a handle, then put 
sulphur on it, ignite and lovvcr in can. It burns with a blue flame. 

■_ By consulting any elementary text-book on chemistry many in- 
teresting and instructive experiments may be made. Composition of air 
and theflcDite will result from thsse primary experiments. 

[Note— The alcohol lamp can be made from a vaseline bottle, 
with a piece of the glass tubing thrust straight through the cork and a 
wick drawn through it. Use wood alcohol; it is cheaper.] 



U. S. HISTORY AND LITERATURE. 

I. Thirty Years of Peace and Progress. 

A one-party era. Account for the revival of peace and prosperity. 

II. Monroe's Administration. 

His doctrine— why announced ? Missouri Compromise — fix 
boundaries. A commercial invasion— results. Jackson in Florida. 
Tariff question. 



MAY, ARITHMETIC. 6l 

The Cumberland Road, 

TT T^ , ,- T i. (National Pike) Beeun in 1806. 

II. Public Improvements-^ F i C al >' » 

Begun in 18 17. 
LaFayette's return to the U. S. 
Politics. 

IV. John Quincy Adams' Administration. ' 'The old man elo- 
quent" — Why unpopular ? Divisions in political parties — causes. The 
tariff problem; death of Adams (John) and Jefferson, July 4, 1826. Re- 
moval of the Creek Indians. 

Beginning of the "Temperance Movement." Notice a new gen- 
eration of public men rising. Watch for the next. 

Review the growth of slavery from 1619 up to 1829. 

V. Study in review the finance system, starting with Hamilton 
and coming up to Jackson. 

VI. Study the lives of these people: 

Monroe— fought with Washington at Brandywine, Ger- 
mantown, and Monmouth. 

Henry Clay — ran three times for the presidency. Secre- 
tary of State under Adams (J. Q.). 

Jolm C. Calhoun — Secretary of War under Monroe — elect- 
ed vice-president twice, 1824- 1828. 

Daniel Webster — The great American orator. 

Senator Hayne — Supporter of "Nullification". 
References for reading. 

Gidding's Exiles of Florida. 

Parker's Historic Americans. 

Carl Schurz's Henry Clay. 



ARITHMETIC. 

Review of the Subjects taught during the Year. 

lyCt much of the work be oral and the problems original. 

Review thoroughly the subjects of percentage. Have each lesson 
connect with the preceding and lead to the next. Be guided to some 
extent by frequent written reviews. 



62 THE SEVENTH SCHOOL YEAR. 



LANGUAGE. 



1. Review the parts of speech. 

2. Formulate rules of syntax. 

3. Formulate definitions. 

4. Study of Murillo and Michael Angelo. 

(a) In reviewing the parts of speech, ignore all except- 
ing vital points. The pupils should now be able to formulate rules for 
the correct use of language. 

(b) Keep up analysis, using "Bingen on the Rhine", and By- 
ron's "Greece". 

(c) Review the writing of letters, putting special emphasis upon 
the body of the letter. Good letter- writers are few. 

(d) Reproduction of work given on Murillo and Michael Angelo 
will constitute most of the composition work for the month. 



THE ARTS. 

I. Writing. 

Have practice every other day. Require pen work in picture 
study. 

II. Music. 

Take up some easy cantata and practice it during the month, 
render it at the close of school. Choose one with choruses principally. 

III. Murillo and Michael Angelo. 
Study their lives and works. 
Outline for Murillo: 

1. Place and time. 

2. Connection with Castillo. 

3. Study of Italian and Flemish art. 

4. His marriage— Cadiz. 
5- Style— Works. 

Outline for Michael Angelo. 

1. Place and Time. 

2. Parentage. 

3. Education. 

4. At Bologna. 

5. At Rome. 



MAY, THE ARTS. 63 



6. Sistine Chapel. 

7. St. Peter's. 

8. His character, 
q. Works. 



64 THE SEVENTH SCHOOL YEAR. 

Books of Reference. 

FOR BOTH TEACHER AND PUPILS. 

*May be usad by the pupils. 

GEOGRAPHY. 

*In the Trades, The Tropics,and Roaring Forties. — Lady Ann Brassey. 

*A White Umbrella in Mexico. —F. Hopkinson Smith. 

*Ten Days in Spain. — Kate Field. 

*From Yellowstone Park to Alaska. — F. C. Sessions. 

*Land of the Midnight Sun.— Du Chaillu. 

* Walks in Rome. ^Cities of Southern Italy and Sicily, Studies in Rus- 
sia, *01d Country Life.— A. J. C. Hare. 

A Journey in Brazil. — Louis Agassiz. 

*Views Afoot, and Eldorado. — Bayard Taylor. 

*Beyond the Mississippi. — A. D. Richardson. 

*A Family Flight Around Home. — E. E. Hale. 

*Bits of Travel at Home — Helen Hunt Jackson. 

*Glimpses of Three Coa.sts. — H. H. Jackson. 

Spanish American Republics. — Theodore Child. 

How to Teach Geography. — E- Carver. 

^Stories of Northern Europe, and ^Stories of England. — Edinboro Pub. 
Co. 

^Geography for Young Folks. — Pratt. 

*The Zig-Zag Books. — H. Butterwortli. 

*Boy Travelers. — Thos. W. Knox. 

*Tracing and Sketching Lessons.— S. Y. Gillan. 

*Natural Geographies. — J. Red way and R. Hinman. 

U. S. HISTORY. 

Parkman's Works. 

The Doomed Chief (King Philip) — D. P. Thompson. 

Washington and the American Revolution. — Irving. 

The Rear Guard of the Revolution. — J. R. Gilmore. 

*Short History of English Colonies in America. — H. C. Lodge. 

*The Puritan in Holland England— and America. — D. Campbell. 

*The Battle Fields of the Revolution.— Thos. Y. Rhoads. 

Half Hours with American History. — Charles Morris. 

^History of the U. S.— Higginson. 

John Fiske's History of the United States. 

Adam's History of the U. S. 



BOOKS OF REFERENCES, 65 

Flash Lights of Amercan History.— D. C. Murphy, 

"OldGlory."— A. E. Maltby. 

*Blue Jackets of '61, *Blue Jackets of 18 12, *Blue Jackets of 1776,— W. 

J. Abbott. 
*01d Times in the Colonies. — C. C. Coffin. 
Building up the Nation.— C. C. Cofhn. 
-Tizarro.— Mara L. Pratt. 
-Raleigh. — Geo. M. Towle. 
*Battle Fields and Victory.— W. J. Abbott. 
^'The Boys of 1812.— J. Russell Soley. 

*Young Folk's History of the Civil War.— Mrs. Emma Cheney, 
The Old French War. — Rossiter Johnson. 
Washington and His Generals.— J. T. Headley, 
Alexander Hamilton. — H. C. Lodge. 
Henry Clay.— Carl Schurz. 
^Patrick Henry.— M. Coit Tyler. 
Daniel Web.ster.— J. Bauvard. 
*Benj. Franklin. — J. Chaplain. 
*Capt. John Smith. — Gilmore Simms. 
^^ Abraham Lincoln. — Phoebe Hanaford. 
*The Century War Book. 
^Stories in American History. — Mara L. Pratt. 

ARITHMETIC. 

^Number by Grades. — Prince. 

Practical Arithmetic. — Wentworth. 

Psychology of Number. — McClelland and Dewey. 

*Second Lessons in Arithmetic. — H. N. Wheeler, 

Mathematical Teaching. — Safford. 

Standard Complete Arithmetic. 

*The Complete Arithmetic. — Thompson, 

*Graded Work in Arithmetic— Baird. 

^Mental Arithmetic— Milne. 

*Brook's Series of Arithmetics. 

How to Teach Arithmetic. — Cook. 

LANGUAGE. — ENGLISH. 

Language Helps for Teachers. — Sarah L. Arnold. 
How to Teach Language. — Metcalf. 
*Outlines of English Grammar. — Geo. E. Williams, 
*Practical English Grammar. — Welsh, 



66 THE SEVENTH SCHOOL YEAR. 

*Suggestive Lessons on Language.— Badlam. 
English in Preparatory Schools. — Huffcutt. 
Grammar and Composition. — Lyte. 
English Language and Grammar.— Meiklejohn. 
*Reedand Kellogg' s English Series. 
*English Grammar. — Maxwell. 
*Language Lessons. — Long. 
Composition. — Newcomer. 

ARTS. 

*The Old Masters and Their Pictures.— Mrs. Sarah Tytler. 

*Legends of the Madonna. — Mrs. Anna Jameson. 

Artists of the Nineteenth Century.— Mrs. Clara E. Clement. 

A Painter's Camp. — Philip G. Hamerton. 

Musical Composers and Their Works. — Mrs. Sarah Tytler. 

Memoirs of the Early Italian Painters.— Mrs. Anna Jameson. 

Ruskin's Works. 

*Sketching from Nature. — T. Rowbotham. 

*Figure Drawing. — C. H. Weigall. 

PROFESSIONAL. 

Education. — Herbert Spencer. 

Lectures on the Science and Art of Education. — Joseph Payn^ 

Theory and Practice. — Page. 

Talks on Teaching. — Parker. 

Quincy Methods. — Patridge. 

Methods of Instruction. — Wickersham'. 

White's New Pedagogy — E. E. White. 

Educational Reformers. — Quick 

History of Education. — Painter. 

History of Pedagogy. — Compayre. 

Psychology for Young Teachers. — Hewett. 

School Amusements. — Root. 

School Management. — Raub. 

vVaymarks for Teachers. — Sarah L. Arnold. 

Philosophy of Arithmetic. — Brooks. 

Emile. — Rosseau. 

Leonard and Gertrude. — Pestalozzi. 

Talks with Teachers. — Mayo. 

Evolution of Dodd. — Hawley Smith. 

A New Psychology.— W. T. Harris. 



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